going to a basketball game or a play,
an invitation to study with others in
the teacher’s room during lunch, or a
suggestion to try out for a team or a
choir, the message is that the educator
can imagine these students succeeding
in a context they have considered
closed to them—and will support the
opportunity.
■ Help the young person learn to set
goals and take actions toward accomplishing them. Goal-setting and planning
are learned skills crucial to success in
almost any area. Educators who stare
down poverty don’t assume students
come equipped with those skills.
■ Take a diagnostic/prescriptive
approach to developing students’ aca-
demic skills. They determine which
skills the student will need in order to
pursue a goal and cultivate those skills.
This may include helping with reading,
writing, public speaking, applying for
college, advocating for yourself in situa-
tions in which you feel wronged, using
public transportation, or many other
skills that students from privileged
backgrounds assimilate.
A Fast Track
Traditional Ed.D.
Why more administrators have chosen Seton Hall
University’s Executive Ed.D. Program:
• National/International Reputation
• Dissertation Starts on Day One
• Cohort Model of 30 Students
• Intensive 2-year program: 10 Weekends, Two 4 week Summer sessions.
• Personal Care and Support
“The knowledge and skills acquired at
Seton Hall and the network of cohort
colleagues were essential elements to
my career advancement.”
Jason E. Glass, Ed.D. ’ 11
Iowa’s State Director (Commissioner) of Education
Now Accepting Applications for Cohort XVII
For more information, call
1-800-313-9833, email
execedd@shu.edu, or go to
www.shu.edu/go/execedd.
400 South Orange Ave.
South Orange, NJ 07079